The Effects of Prior Special Education Placement and Current Test Data on School Psychologists' Decisions

Abstract

This study investigated the possible biasing effects of prior special education involvement (and associated diagnostic label) and current psychoeducational test data on 82 school psychologists' prognostic, diagnostic, and placement decisions for a case study child. The findings indicated that the school psychologists' decisions were not influenced by the child's prior special education placement but were influenced by current psychological test results. School psychologists who reevaluated a child who had been previously placed in a resource program for learning disabled students, but who currently demonstrated normal academic functioning, were likely to re-classify the child as non-handicapped and recommend return to regular class programs. The findings suggested that school psychologists are not biased by knowledge of previous special program involvement and diagnostic label and that individual psychological test data may act to minimize potential bias effects.